The emergence of a participatory digital native culture, is challenging the educators and instructional designers to rethink their traditional teaching styles and consider the learner traits and entry behaviours displayed by today’s generation. We have already experienced a shift from passive media to interactive experience potential such as Smart Board, use of Second Life in learning etc. Games have been an important teaching tool for centuries. In olden days, stories and games were used to teach important lessons in life. In many countries, Board game such as Snakes and Ladders was used to teach the importance of virtues, and how virtues can help a person to attain salvation whereas vices could pull them down. Chess was also used in the olden days as war- strategies. With the advent of video games, players are able to participate in experiences which were unavailable to them. “Games are powerful teachers that have been schooling a generation of players for the last thirty years (Kapp, 2007). Another study by Dr. Li suggests that student engagement in game-building experience can enhance not just the learning of the game design process but also subject matter and generic skills.(2011). Keeping this in mind it is our hope to design a game and integrate it into our teaching practice in order to make learning more enjoyable and fun, yet fulfilling the Curricular Objectives and empower the students to take charge of their own learning. “The most important learning skill that I see children getting from games are those that support the empowering sense of taking charge of their own learning.”(Papert, 1988) Target Audience: The intended target users for this game is primarily children in grade 6, however this game can be played by children from all ages between 6-13 years. Rationale andPurpose of the game: One of the concerns that teachers face while making their Unit Plan is to find ways and techniques to make their lessons simpler, enticing yet challenging enough to keep the motivation in the students. Hence the goal for introducing ‘Digital Game `Brian`s Return’ is not only to help the student in articulating and communicating language effectively but also to help the students apply their knowledge of aerodynamics and design, and build a variety of flying devices. Students while playing the game will also gain an improved understanding of team building and learn how to maintain and manage successful interpersonal relationships in order to collaborate effectively. Multiple subject disciplines such as computer literacy, Aerodynamics, Science, Language Arts, Health etc. can be tied with this game. Though this game has an edutainment factor, however Seymour Papert`s words resounded in our mind, hence we have tried our best to keep the primary focus as entertainment in creating this game. I think it is immoral `to trick children into learning and doing Math when they think they are just playing an innocent game. To make the situation worse, the deception does not achieve any purpose, since cooperative learners who know what they are doing will learn far better than children who go mindlessly through motions of learning.`(Papert, 1998). We have however also kept the Dr. Gee`s Principle in mind, Games can show us how to get people to invest in new identities or roles, which can, in turn, become powerful motivators for new and deep learning in classrooms and workplaces.`(Gee, 2003). Hence this game while being entertaining will also be tied with the Language Arts and Aerodynamics key curriculum objectives from the Alberta Language Arts Program of Studies for grade six.
Educational Objectives: Alberta Curriculum-Specific Learning Outcomes:(Language Arts) Upon successful completion of this game, students will be able to: · Students will listen, speak, read, write, view and represent to explore ideas, feelings and experiences. - Students will explore the game and while helping their avatar survive, shall representing their thoughts and ideas of their experience by creating a script for role-play. · Students will listen, speak, read, write and represent to comprehend personally and critically to oral, print and other media texts. - The students will comprehend the situations which make their ‘avatar’ (Brian) lose hope for survival and describe what they would have done if they encountered a similar situation. Students will represent this through a ‘wiki` or maintain a ‘Reflection log’ · Students will listen, speak, read, write and represent to manage ideas and information. Students will organize their thoughts using graphic organizer or ‘edu- glogster’, and create a chart discriminating between the hardships or obstacles faced versus the obstacles overcome by the avatar. · Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. - Students will play the game and create a new end or write dialogues for the game in order to demonstrate good communication skills. · Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. - Students will be given an opportunity to play the game individually as well as in pairs, thus giving them an opportunity to collaborate and write the story or dialogues together. Students will be encouraged to comment on each other’s work through the ‘wiki’ or demonstrate their work by collaborating and presenting a short play. Alberta Curriculum-Specific Learning Outcomes: (Aerodynamics) Students Will learn about the parts of an aircraft, their role in controlled flight and the differences between aircraft and spacecraft.
-Students playing the game "Brian's Return" will discover one of three missing control surfaces from the crashed airplane as they finish each scene finding camouflaged items for survival. In order to beat the game. They must return to the crash site at the end of each of these levels and determine with the help of the aircraft manual the purpose each control surface and where they belong on the aircraft. At the end of the game, when all the control surfaces are in place the player can "fly home".
Name of the Game and Genre: Our game is called Brian`s Return and the genre is Adventure, which is played and in a sandbox environment. Estimated length of the game: This game is expected to be played for 60 minutes. However there are different levels in the game which the students can explore on their own with the given link, after class hours too. Ideally students would be given an opportunity to play the game for 30 minutes individually or in pairs, in the first class and 30 minutes in the following class. Narrative for the game: Introduction: (Introducing the player to experience the air-craft experience followed by foreshadowing what is going to happen …) The story begins by taking the player to the airport in Hampton, New York City. The player now gets an opportunity to go through the procedural check-in, gets his visa stamped, and boards the plane for arriving into Calgary, Canada. The player is advised by the pilot about the seatbelts and the emergency exit procedure. The player relaxes on his seat, here he is given an option to play a movie, play a game or listen to the music. The player can now enjoy this experience and then is guided to walk to the cock pit, here a narration takes over wherein the player is asking the pilot how he controls the flight. All this is presented in text as well as an option voice with text. The player is very excited to see the Pilot drink coffee and not maneauvor the plane as he assumed that the pilot would be doing. So he asks him several questions about flying the plane. The Pilot gives the player a very brief flying lesson in which the player gets to control the plane for a few minutes. Meanwhile the pilot is shown to experience an increasing pain in his shoulder, arm, and stomach. The pilot`s condition worsens and it becomes clear he is having a heart attack. The pilot now hands the player a manual which describes everything in detail, the player (avatar) starts reading the book when suddenly he notices that the pilot is dead and the plane is out of control. The avatar (player) is now forced to take over the controls, however the plane crashes into an island. The avatar is unconscious momentarily, however when he gains consciousness, his inner voice speaks to him. You are in the middle of nowhere! You have to find a way to go back. And the only way you have, is to find the missing pieces of the plane, fix it, and fly back! Remember you also have to find food to keep you alive in order to do so! Come on, Hunt! Find! Fix! Fly back! These words resonate with him, and this is where the game starts. Rules for the Game:- · The player will be given the option to run or walk to the location indicated in the map, · On reaching the location, A pop-up screen will instruct the player to find the missing objects mentioned in a given list before sunset or else the avatar will faint and the player will have to re-do the level. Some`hint Hatchet' will be disguised and camouflaged along with other objects which the player can seek help from ( information on demand), consume or (strategize)and save it for the next level in the game. Sound effects will provide a hint to the player of time being consumed. Audio and Visual effects will be used to provide this hint. The setting (visual) will gradually change from very bright to slowly getting dark ; Audio hint such as `chirping of the bird `to `sound of the crickets would provide a hint to indicate the player, about the time being consumed and the urge to find the items in the list, in order to save the avatar from fainting, which would also lead the player to re-do the `hunt if not completed on time! · When the player is successful in finding all the hidden food or objects for survival mentioned in the list, an important part of the missing plane is revealed! And this takes the player back to the deserted plane and checks with the manual presented to him by the pilot, just before the heart attack. On finding the right piece of the plane, the player is guided by arrows to another location, where he can continue his search. The player can choose to run or walk. · On reaching the next location, the player will now encounter an obstacle, the player is now given a hint to find a hatchet and throw in order to protect himself or herself. · On beingsuccessful in the encounter; another list will be presented to the player like before but now with different objects, wherein the player again has to find all the missing objects and food before sunset, if he or she is able to do so, they proceed to the next level with another piece of the missing aeroplane being found! If not, they re-do this level and on being successful, they get to proceed to the next environment. · If the player is not successful in the encounter; the player will lose some portion of the time, which would mean they have lesser time before sunset to find hidden food or objects in order to find the precious piece of the aeroplane! · Once the player has found all the pieces of the aeroplane, the game is completed, this is indicated by the player getting a `pot of coins`` and sound of the plane which is ready to take off! · The player now has an option to quit or advance a level by trying to find objects through the phrased method. The rules remain the same, herein the player is given hints and they have to find pairs of a similar object or food. For Example the word `hiking would be given, and the player has to find boots and stick`` etc. · On Completion of this level the player gets a `pot of coins` and he can fly back with it. However if the player has played the first level and the second level also successfully, then he receives pot of gold`` which he gets to take it with him! · The player can choose from is the another level``Jig saw level, Herein the player would be given an option to solve the Jig-saw puzzle instead of the list and hidden objects in each setting and the race would be against completing it before sunset; On completion of the jig-saw piece the piece will be saved, and the player will be directed to go the next level. · If the player is unable to solve the piece, the avatar faints and they have to restart the same level and save their work before sunset. · The player has to complete the entire jigsaw within ten trials in order to get the pieces of plane and fly back. · On Completion of this level the player gets a `pot of coins` and he can fly back with it. However if the player has played the first, second and now has completed the third level successfully, he then receives a pot of diamonds which he gets to take it with him!
Ways to use the game for learning and empowering the learners: Learning is not about gaining information, but an ongoing process of exploration about consciousness, self, context, and interactions of complex systems in order to adapt to the evolving environments (Li, Clark & Winchester, n.d.). Players in ‘Brian’s Return’ will be able to enact some of the challenges that are faced by Brian, the hero of the story, they will be able to draw on their own past experiences as well as create new experiences with the idea of survival. As said by Dr. Gee, “The player must probe the virtual world (which involves looking around the current environment, clicking on something, or engaging in a certain action) (p. ) They will also be able to explore some of the emotions that might be involved with Brian’s plight, for example, the frustration of not getting rescued or nor being able to find food. “Based on reflection during and after probing, the player must form a hypothesis about what something (a text, object, artefact, event, or action) might mean in a useful way.” (p. ) Players will also have better situated awareness of the flight controls of an airplane, where they belong on the airplane and how they move. They will have an enacted experience of actually placing control surfaces on an airplane. “The player reprobes the world with that hypothesis in mind, seeing what effect he or she gets.”(p. ). After this experience it will be easier for them to remember (know) where they belong in the future as compared to seeing them on a power point slide and the teacher explaining where they belong. The same may be said for the process of identifying the control surfaces when they are found in the game and how they move once they installed on the aircraft. As Dr. Gee further adds, “The player treats this effect as feedback from the world and accepts or rethinks his or her original hypothesis.”(p. ). In the game ‘Brian’s Return’, players will know that the control surfaces are missing from the airplane and what they are called. As the player finds these odd shapes in the woods, they will have to form hypothesis about what these shapes are for and where they might fit given this specific situation. (The situation being that there are three control surfaces to find and they probably belong on the airplane). Players will also have to make hypothesis about how to survive or gain health within the game, perform certain actions based on these hypothesis and decide if those hypothesis are correct based on whether their health actually increases or not. For example, players will learn what berries are good for them (raspberries) and what berries will make them sick (gut cherries). ‘Brian’s Return will provide situated meaning for learners. The learner will have a more embodied experience of the character in the novel “Hatchet” and they will be able to better relate to the story and write about it.
Learning Theory
Keller’s ARCS model for integrating motivation into lesson planning (2000) provides a framework that can be used to ensure the video game design will provide motivation for learning. The key components of the model, attention, relevance, confidence and satisfaction and how these components are integrated into the game design are summarized in table 1 below.
Keller’s ARCS’s model (2000)
Brian's Return
Attention
Mentally stimulating problems that engage deeper level of curiosity. Especially at the beginning of a lesson. Variation, necessary to sustain attention.
The beginning of the game will catch the attention of the player as their curiosity is peaked about how they might be able to find the control surfaces for the airplane and keep enough health without starving. The challenge has been raised. Throughout the game they find new challenges to sustain their attention.
Relevance
Motivation is lost if content has no real perceived value to the learner. Connecting the content of instruction to important goals of the learners, their interests and their learning styles. Use simulations, analogies, case studies and examples.
Content of the game is relevant. It ties into their novel study about a boy who has to survive in the wilderness as well as their work in science about air and aerodynamics. Different learning styles are addressed by the game play and simulation to identify with the main character in the novel.
Confidence
Establish positive expectancies for success. Objectives are clear and examples are provided of acceptable achievements. Depends on personal effort or ability.
Players understand at the beginning of the game what is expected of them and their small successes in the game, such as finding food and shelter and gaining health and finding the airplane control surfaces help them to gain confidence that they will successfully finish the game. Game may begin easy and slowly get harder as players become more confidence in their skills.
Satisfaction
Positive feeling about one’s accomplishments and learning experiences. Receive recognition and evidence of success that support intrinsic feelings of satisfaction. Tangible extrinsic awards can produce satisfaction. Grades, privileges. promotions, certificates Opportunities to apply what one has learned. Sense of equity or fairness.
When players “beat” the game and repair the aircraft so they can fly away, they will have positive feelings about what they have accomplished within the game. They will have applied what they have learned about aircraft control surfaces to their plight and used that knowledge to win the game. The players may also have positively identified with the main character in the novel study.
Table 1
Design Decisions: Introduction/tutorial:- Having researched a number of different introduction formats for introducing the game, we decided to proceed using a combination of voice over sound and text. Flexibility is extremely important to system use since different users may require different degrees of support.`(Sipior and Garrity, 1992). Hence we decided to go with a mix of audio and visual components as it improves attributes such as perception, attention, comprehension, and retention. However Research also suggested the importance of having text, a special consideration for video (and spoken audio) is that any narration may lead to difficulty for international users as well as users with a hearing disability`` (Neilsen, 1995). Hence in order to overcome this difficulty instructions would also be in given in simple text. However, the players will be given an option to turn off or adjust the sound at the beginning of the game. Sound effects- We have also considered the importance of sound in a game, and have decided to have short sound effects when the player has found an object or achieved the objective. Research on the use of sound effects has revealed, A good way to prevent sound from becoming annoying is by keeping them short. (http://www.everydaylistening.com)This sound will further be different from the sound effect which would indicate the amount of time left for completing the level. The player will be given a gentle reminder by introducing sound of ``chirping of birds at the beginning, flapping of wing sound towards the middle, followed by sound made by the “cricket” towards the near end, which will indicate the player to complete the hunt soon! Multiple Intelligence: We have also tried to keep in mind various learning and playing styles while developing this game. Hence the players are provided with an option to either hunt for objects or through puzzle, build an aeroplane. Design Constraints: With our limited knowledge in game building in programming we would require various skilled people to be a part of this game-building project. Some of the jobs we have identified are: Game programmer, Graphic artist, Graphic and Animation designer, Audio Specialist for Sound Effects. We are not certain about the ability of Scratch Program to fulfill our needs for the game, hence we shall be looking out for other options as well. In the meantime we would like to propose a prototype and hand in to the game builder in order to make our dream a reality!
Our Prototype
Screen 2
1 This is the place you will come each time you complete the level , in order to check off the Pilot’s manual and come closer to the bigger goal- be able to fly the plane.
2. This is how the sun-set scene will look like, before which your avatar has to complete the level.
3. This is where you can change the setting to adjust to your needs.
4. This is how thecamouflaged objects would look like.
Try it out, Can you find a spider?
5. lisa. i am not sure if we want some of the pics such as - HOW TO ADD PLAYER?? -HOW TO SAVE AND EXIT/ -your thoughts?? there are some pics I have attached below, please check it out , if it requires to be modified and redone or ??
The emergence of a participatory digital native culture, is challenging the educators and instructional designers to rethink their traditional teaching styles and consider the learner traits and entry behaviours displayed by today’s generation. We have already experienced a shift from passive media to interactive experience potential such as Smart Board, use of Second Life in learning etc. Games have been an important teaching tool for centuries. In olden days, stories and games were used to teach important lessons in life. In many countries, Board game such as Snakes and Ladders was used to teach the importance of virtues, and how virtues can help a person to attain salvation whereas vices could pull them down. Chess was also used in the olden days as war- strategies. With the advent of video games, players are able to participate in experiences which were unavailable to them. “Games are powerful teachers that have been schooling a generation of players for the last thirty years (Kapp, 2007). Another study by Dr. Li suggests that student engagement in game-building experience can enhance not just the learning of the game design process but also subject matter and generic skills.(2011). Keeping this in mind it is our hope to design a game and integrate it into our teaching practice in order to make learning more enjoyable and fun, yet fulfilling the Curricular Objectives and empower the students to take charge of their own learning. “The most important learning skill that I see children getting from games are those that support the empowering sense of taking charge of their own learning.”(Papert, 1988)
Target Audience:
The intended target users for this game is primarily children in grade 6, however this game can be played by children from all ages between 6-13 years.
Rationale and Purpose of the game:
One of the concerns that teachers face while making their Unit Plan is to find ways and techniques to make their lessons simpler, enticing yet challenging enough to keep the motivation in the students. Hence the goal for introducing ‘Digital Game `Brian`s Return’ is not only to help the student in articulating and communicating language effectively but also to help the students apply their knowledge of aerodynamics and design, and build a variety of flying devices. Students while playing the game will also gain an improved understanding of team building and learn how to maintain and manage successful interpersonal relationships in order to collaborate effectively. Multiple subject disciplines such as computer literacy, Aerodynamics, Science, Language Arts, Health etc. can be tied with this game. Though this game has an edutainment factor, however Seymour Papert`s words resounded in our mind, hence we have tried our best to keep the primary focus as entertainment in creating this game. I think it is immoral `to trick children into learning and doing Math when they think they are just playing an innocent game. To make the situation worse, the deception does not achieve any purpose, since cooperative learners who know what they are doing will learn far better than children who go mindlessly through motions of learning.`(Papert, 1998). We have however also kept the Dr. Gee`s Principle in mind, Games can show us how to get people to invest in new identities or roles, which can, in turn, become powerful motivators for new and deep learning in classrooms and workplaces.`(Gee, 2003). Hence this game while being entertaining will also be tied with the Language Arts and Aerodynamics key curriculum objectives from the Alberta Language Arts Program of Studies for grade six.
Educational Objectives:
Alberta Curriculum-Specific Learning Outcomes:(Language Arts)
Upon successful completion of this game, students will be able to:
· Students will listen, speak, read, write, view and represent to explore ideas, feelings and experiences.
- Students will explore the game and while helping their avatar survive, shall representing their thoughts and ideas of their experience by creating a script for role-play.
· Students will listen, speak, read, write and represent to comprehend personally and critically to oral, print and other media texts.
- The students will comprehend the situations which make their ‘avatar’ (Brian) lose hope for survival and describe what they would have done if they encountered a similar situation. Students will represent this through a ‘wiki` or maintain a ‘Reflection log’
· Students will listen, speak, read, write and represent to manage ideas and information.
Students will organize their thoughts using graphic organizer or ‘edu- glogster’, and create a chart discriminating between the hardships or obstacles faced versus the obstacles overcome by the avatar.
· Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
- Students will play the game and create a new end or write dialogues for the game in order to demonstrate good communication skills.
· Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
- Students will be given an opportunity to play the game individually as well as in pairs, thus giving them an opportunity to collaborate and write the story or dialogues together. Students will be encouraged to comment on each other’s work through the ‘wiki’ or demonstrate their work by collaborating and presenting a short play.
Alberta Curriculum-Specific Learning Outcomes: (Aerodynamics)
Students Will learn about the parts of an aircraft, their role in controlled flight and the differences between aircraft and spacecraft.
-Students playing the game "Brian's Return" will discover one of three missing control surfaces from the crashed airplane as they finish each scene finding camouflaged items for survival. In order to beat the game. They must return to the crash site at the end of each of these levels and determine with the help of the aircraft manual the purpose each control surface and where they belong on the aircraft. At the end of the game, when all the control surfaces are in place the player can "fly home".
Name of the Game and Genre:
Our game is called Brian`s Return and the genre is Adventure, which is played and in a sandbox environment.
Estimated length of the game: This game is expected to be played for 60 minutes. However there are different levels in the game which the students can explore on their own with the given link, after class hours too. Ideally students would be given an opportunity to play the game for 30 minutes individually or in pairs, in the first class and 30 minutes in the following class.
Narrative for the game:
Introduction: (Introducing the player to experience the air-craft experience followed by foreshadowing what is going to happen …)
The story begins by taking the player to the airport in Hampton, New York City. The player now gets an opportunity to go through the procedural check-in, gets his visa stamped, and boards the plane for arriving into Calgary, Canada. The player is advised by the pilot about the seatbelts and the emergency exit procedure. The player relaxes on his seat, here he is given an option to play a movie, play a game or listen to the music. The player can now enjoy this experience and then is guided to walk to the cock pit, here a narration takes over wherein the player is asking the pilot how he controls the flight. All this is presented in text as well as an option voice with text. The player is very excited to see the Pilot drink coffee and not maneauvor the plane as he assumed that the pilot would be doing. So he asks him several questions about flying the plane. The Pilot gives the player a very brief flying lesson in which the player gets to control the plane for a few minutes. Meanwhile the pilot is shown to experience an increasing pain in his shoulder, arm, and stomach. The pilot`s condition worsens and it becomes clear he is having a heart attack. The pilot now hands the player a manual which describes everything in detail, the player (avatar) starts reading the book when suddenly he notices that the pilot is dead and the plane is out of control. The avatar (player) is now forced to take over the controls, however the plane crashes into an island. The avatar is unconscious momentarily, however when he gains consciousness, his inner voice speaks to him. You are in the middle of nowhere! You have to find a way to go back. And the only way you have, is to find the missing pieces of the plane, fix it, and fly back! Remember you also have to find food to keep you alive in order to do so! Come on, Hunt! Find! Fix! Fly back! These words resonate with him, and this is where the game starts.
Rules for the Game:-
· The player will be given the option to run or walk to the location indicated in the map,
· On reaching the location, A pop-up screen will instruct the player to find the missing objects mentioned in a given list before sunset or else the avatar will faint and the player will have to re-do the level. Some`hint Hatchet' will be disguised and camouflaged along with other objects which the player can seek help from ( information on demand), consume or (strategize)and save it for the next level in the game.
Sound effects will provide a hint to the player of time being consumed. Audio and Visual effects will be used to provide this hint. The setting (visual) will gradually change from very bright to slowly getting dark ; Audio hint such as `chirping of the bird `to `sound of the crickets would provide a hint to indicate the player, about the time being consumed and the urge to find the items in the list, in order to save the avatar from fainting, which would also lead the player to re-do the `hunt if not completed on time!
· When the player is successful in finding all the hidden food or objects for survival mentioned in the list, an important part of the missing plane is revealed! And this takes the player back to the deserted plane and checks with the manual presented to him by the pilot, just before the heart attack. On finding the right piece of the plane, the player is guided by arrows to another location, where he can continue his search. The player can choose to run or walk.
· On reaching the next location, the player will now encounter an obstacle, the player is now given a hint to find a hatchet and throw in order to protect himself or herself.
· On being successful in the encounter; another list will be presented to the player like before but now with different objects, wherein the player again has to find all the missing objects and food before sunset, if he or she is able to do so, they proceed to the next level with another piece of the missing aeroplane being found! If not, they re-do this level and on being successful, they get to proceed to the next environment.
· If the player is not successful in the encounter; the player will lose some portion of the time, which would mean they have lesser time before sunset to find hidden food or objects in order to find the precious piece of the aeroplane!
· Once the player has found all the pieces of the aeroplane, the game is completed, this is indicated by the player getting a `pot of coins`` and sound of the plane which is ready to take off!
· The player now has an option to quit or advance a level by trying to find objects through the phrased method. The rules remain the same, herein the player is given hints and they have to find pairs of a similar object or food. For Example the word `hiking would be given, and the player has to find boots and stick`` etc.
· On Completion of this level the player gets a `pot of coins` and he can fly back with it. However if the player has played the first level and the second level also successfully, then he receives pot of gold`` which he gets to take it with him!
· The player can choose from is the another level``Jig saw level, Herein the player would be given an option to solve the Jig-saw puzzle instead of the list and hidden objects in each setting and the race would be against completing it before sunset; On completion of the jig-saw piece the piece will be saved, and the player will be directed to go the next level.
· If the player is unable to solve the piece, the avatar faints and they have to restart the same level and save their work before sunset.
· The player has to complete the entire jigsaw within ten trials in order to get the pieces of plane and fly back.
· On Completion of this level the player gets a `pot of coins` and he can fly back with it. However if the player has played the first, second and now has completed the third level successfully, he then receives a pot of diamonds which he gets to take it with him!
Ways to use the game for learning and empowering the learners:
Learning is not about gaining information, but an ongoing process of exploration about consciousness, self, context, and interactions of complex systems in order to adapt to the evolving environments (Li, Clark & Winchester, n.d.). Players in ‘Brian’s Return’ will be able to enact some of the challenges that are faced by Brian, the hero of the story, they will be able to draw on their own past experiences as well as create new experiences with the idea of survival. As said by Dr. Gee, “The player must probe the virtual world (which involves looking around the current environment, clicking on something, or engaging in a certain action) (p. ) They will also be able to explore some of the emotions that might be involved with Brian’s plight, for example, the frustration of not getting rescued or nor being able to find food. “Based on reflection during and after probing, the player must form a hypothesis about what something (a text, object, artefact, event, or action) might mean in a useful way.” (p. )
Players will also have better situated awareness of the flight controls of an airplane, where they belong on the airplane and how they move. They will have an enacted experience of actually placing control surfaces on an airplane. “The player reprobes the world with that hypothesis in mind, seeing what effect he or she gets.”(p. ).
After this experience it will be easier for them to remember (know) where they belong in the future as compared to seeing them on a power point slide and the teacher explaining where they belong. The same may be said for the process of identifying the control surfaces when they are found in the game and how they move once they installed on the aircraft. As Dr. Gee further adds, “The player treats this effect as feedback from the world and accepts or rethinks his or her original hypothesis.”(p. ).
In the game ‘Brian’s Return’, players will know that the control surfaces are missing from the airplane and what they are called. As the player finds these odd shapes in the woods, they will have to form hypothesis about what these shapes are for and where they might fit given this specific situation. (The situation being that there are three control surfaces to find and they probably belong on the airplane).
Players will also have to make hypothesis about how to survive or gain health within the game, perform certain actions based on these hypothesis and decide if those hypothesis are correct based on whether their health actually increases or not. For example, players will learn what berries are good for them (raspberries) and what berries will make them sick (gut cherries).
‘Brian’s Return will provide situated meaning for learners. The learner will have a more embodied experience of the character in the novel “Hatchet” and they will be able to better relate to the story and write about it.
Learning Theory
Keller’s ARCS model for integrating motivation into lesson planning (2000) provides a framework that can be used to ensure the video game design will provide motivation for learning. The key components of the model, attention, relevance, confidence and satisfaction and how these components are integrated into the game design are summarized in table 1 below.
Variation, necessary to sustain attention.
Connecting the content of instruction to important goals of the learners, their interests and their learning styles.
Use simulations, analogies, case studies and examples.
Objectives are clear and examples are provided of acceptable achievements.
Depends on personal effort or ability.
Receive recognition and evidence of success that support intrinsic feelings of satisfaction.
Tangible extrinsic awards can produce satisfaction.
Grades, privileges.
promotions, certificates
Opportunities to apply what one has learned.
Sense of equity or fairness.
The players may also have positively identified with the main character in the novel study.
Table 1
Design Decisions:
Introduction/tutorial:-
Having researched a number of different introduction formats for introducing the game, we decided to proceed using a combination of voice over sound and text. Flexibility is extremely important to system use since different users may require different degrees of support.`(Sipior and Garrity, 1992). Hence we decided to go with a mix of audio and visual components as it improves attributes such as perception, attention, comprehension, and retention. However Research also suggested the importance of having text, a special consideration for video (and spoken audio) is that any narration may lead to difficulty for international users as well as users with a hearing disability`` (Neilsen, 1995). Hence in order to overcome this difficulty instructions would also be in given in simple text. However, the players will be given an option to turn off or adjust the sound at the beginning of the game.
Sound effects-
We have also considered the importance of sound in a game, and have decided to have short sound effects when the player has found an object or achieved the objective. Research on the use of sound effects has revealed, A good way to prevent sound from becoming annoying is by keeping them short. (http://www.everydaylistening.com)This sound will further be different from the sound effect which would indicate the amount of time left for completing the level. The player will be given a gentle reminder by introducing sound of ``chirping of birds at the beginning, flapping of wing sound towards the middle, followed by sound made by the “cricket” towards the near end, which will indicate the player to complete the hunt soon!
Multiple Intelligence:
We have also tried to keep in mind various learning and playing styles while developing this game. Hence the players are provided with an option to either hunt for objects or through puzzle, build an aeroplane.
Design Constraints:
With our limited knowledge in game building in programming we would require various skilled people to be a part of this game-building project. Some of the jobs we have identified are: Game programmer, Graphic artist, Graphic and Animation designer, Audio Specialist for Sound Effects. We are not certain about the ability of Scratch Program to fulfill our needs for the game, hence we shall be looking out for other options as well. In the meantime we would like to propose a prototype and hand in to the game builder in order to make our dream a reality!
Our Prototype
Screen 2
1 This is the place you will come each time you complete the level , in order to check off the Pilot’s manual and come closer to the bigger goal- be able to fly the plane.
2. This is how the sun-set scene will look like, before which your avatar has to complete the level.
3. This is where you can change the setting to adjust to your needs.
4. This is how thecamouflaged objects would look like.
Try it out, Can you find a spider?
5. lisa. i am not sure if we want some of the pics such as
- HOW TO ADD PLAYER??
-HOW TO SAVE AND EXIT/
-your thoughts?? there are some pics I have attached below, please check it out , if it requires to be modified and redone or ??